NICHCY's Structured Abstract 52 describes the following: Title| The Efficacy of Early Intervention Programs: A Meta-Analysis Author | Casto, G., & Mastropieri, M.A. Source | Exceptional Children, 52(5), 417-424. Year Published | 1986 Abstract Meta-analysis techniques were used to statistically combine findings from 74 primary research studies investigating the effectiveness of early intervention with preschoolers with disabilities. … [Read more...]
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PDFPhonological Awareness and Early Reading: A Meta-Analysis of Experimental Training Studies
NICHCY's Structured Abstract 53 describes the following: Title | Phonological Awareness and Early Reading: A Meta-Analysis of Experimental Training Studies Author | Bus, A.G., & Van Ijzendoorn, M.H. Source | Journal of Educational Psychology, 91, 403-414. Year Published | 1999 Abstract In a quantitative meta-analysis, the effects of phonological awareness training on reading were shown. In a homogeneous set of U.S. studies with a randomized … [Read more...]
Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis
NICHCY's Structured Abstract 54 describes the following: Title | Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis Author | Stahl, S.A., & Miller, P.D. Source | Review of Educational Research, 59(1), 87-116. Year Published | 1989 Abstract To examine the effects of whole language and language experience approaches on beginning reading achievement, a quantitative synthesis was performed … [Read more...]
Fluency and Comprehension Gains as a Result of Repeated Reading
NICHCY's Structured Abstract 55 describes the following: Title | Fluency and Comprehension Gains as a Result of Repeated Reading Author | Therrien, W.J. Source | Remedial and Special Education, 25(4), 252-261. Year Published | 2004 Abstract Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated … [Read more...]
For Which Students with Learning Disabilities Are Self-Concept Interventions Effective?
NICHCY's Structured Abstract 56 describes the following: Title | For Which Students with Learning Disabilities Are Self-Concept Interventions Effective? Author | Elbaum B., & Vaughn S. Source | Journal of Learning Disabilities, 36(2), 101-108 Year Published | 2003 Abstract We have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This … [Read more...]
Social Skill Deficits and Learning Disabilities: A Meta-Analysis
NICHCY's Structured Abstract 57 describes the following: Title | Social Skill Deficits and Learning Disabilities: A Meta-Analysis Author | Kavale, K.A., & Forness, S.R. Source | Journal of Learning Disabilities, 29(3), 226-237 Year Published | 1996 Abstract Over the past 15 years, increased attention has been directed at social skills and their relationship to learning disabilities. Using the methods of meta-analysis, this investigation … [Read more...]
Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis
NICHCY's Structured Abstract 58 describes the following: Title | Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis Authors | Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, D.M. Source | Review of Educational Research, 71(3), 393–447. Year Published | 2001 Abstract A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared … [Read more...]
Cognitive Behavior Modification of Hyperactivity-Impulsivity and Aggression: A Meta-Analysis of School-Based Studies
NICHCY's Structured Abstract 59 describes the following: Title | Cognitive Behavior Modification of Hyperactivity-Impulsivity and Aggression: A Meta-Analysis of School-Based Studies Authors | Robinson, R.T., Smith, S.W., & Brownell, M.T. Source | Journal of Educational Psychology, 91(2), 195-203. Year Published | 1999 Abstract Cognitive behavior modification (CBM)* has been used for the past 25 years to mitigate maladaptive behaviors … [Read more...]
A Meta-Analysis of Intervention Research with Problem Behavior: Treatment Validity and Standards of Practice
NICHCY's Structured Abstract 60 describes the following: Title | A Meta-Analysis of Intervention Research with Problem Behavior: Treatment Validity and Standards of Practice Authors | Scotti, J.R., Evans, I.M., Meyer, L.H., & Walker, P. Source | American Journal on Mental Retardation, 96(3), 233-56. Year Published | 1991 Abstract Used meta-analysis to evaluate standards of practice (SOP) and validity of treatment outcomes in studies … [Read more...]
A Meta-Analysis of Interventions to Decrease Disruptive Classroom Behavior in Public Education Settings
NICHCY's Structured Abstract 61 describes the following: Title | A Meta-Analysis of Interventions to Decrease Disruptive Classroom Behavior in Public Education Settings Authors | Stage, S.A., & Quiroz, D.R. Source | School Psychology Review, 26(3), 333-68. Year Published | 1997 Abstract Describes a meta-analysis* of 99 studies that used interventions to decrease disruptive classroom behavior in public education settings. Overall, … [Read more...]
